Relevant bibliographies by topics / Inductive teaching method

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Inductive teaching method'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Inductive teaching method"

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Jones, Vinci S., Andrew J. A. Holland, and Wendy Oldmeadow. "Inductive teaching method–an alternate method for small group learning." Medical Teacher 30, no. 8 (2008): e246-e249. http://dx.doi.org/10.1080/01421590802259274.

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Qin, Hong Fei, and Yan Ke Liu. "An Inductive Method for Soil Mechanics." Applied Mechanics and Materials 423-426 (September 2013): 1317–20. http://dx.doi.org/10.4028/www.scientific.net/amm.423-426.1317.

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Soil Mechanics, as one of the most important basic courses in civil engineering, hydraulic engineering and other courses, mainly analyzes the questions of deformation and stability of the soli body. The undergraduates begin to learn soil mechanics after finishing advanced mathematics, college physics, theoretical mechanics and mechanics of materials. The objects researched in the above-mentioned courses are idealised, so the rigorous mathematic deduction is feasible and only a few hypotheses are needed. Soil is different from other materials, so inevitably the methodology and thinking mode in soil mechanics are special compared with other mechanical courses, which makes students feel confused at the beginning stage of this course. It is necessary to let students know the teaching idea, research method, common problems during the instruction of soil mechanics, which is also helpful to their further studies and researches. Based on these factors, an inductive teaching method is put forward, which summarizes the essential ideas and important questions in soil mechanics.
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Sosa-Moguel, Landy Elena, and Eddie Aparicio-Landa. "SECONDARY SCHOOL MATHEMATICS TEACHERS’ PERCEPTIONS ABOUT INDUCTIVE REASONING AND THEIR INTERPRETATION IN TEACHING." Journal on Mathematics Education 12, no. 2 (2021): 239–56. http://dx.doi.org/10.22342/jme.12.2.12863.239-256.

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Inductive reasoning is an essential tool for teaching mathematics to generate knowledge, solve problems, and make generalizations. However, little research has been done on inductive reasoning as it applies to teaching mathematical concepts in secondary school. Therefore, the study explores secondary school teachers’ perceptions of inductive reasoning and interprets this mathematical reasoning type in teaching the quadratic equation. The data were collected from a questionnaire administered to 22 teachers and an interview conducted to expand their answers. Through the thematic analysis method, it was found that more than half the teachers perceived inductive reasoning as a process for moving from the particular to the general and as a way to acquire mathematical knowledge through questioning. Because teachers have little clarity about inductive phases and processes, they expressed confusion about teaching the quadratic equation inductively. Results indicate that secondary school teachers need professional learning experiences geared towards using inductive reasoning processes and tasks to form concepts and generalizations in mathematics.
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Shahzad, Shumaila, Syeda Samina Tahira, and Shamaiela Mehboob Farooqi. "Effect of Inductive Grammar Instruction on The Achievement of Elementary School Students." Global Social Sciences Review V, no. II (2020): 221–29. http://dx.doi.org/10.31703/gssr.2020(v-ii).21.

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Key objectives of the study are to (1) determine the effectiveness of the inductive method in augmenting the students achievement in English grammar and (2) compare the perceptions of students in the experimental group (whom intervention of inductive method was given) and control group (who were taught through traditional, i.e. deductive process) regarding teaching methods used for them. Following quasi-experimental design termed as a pretest, post-test control group, two sections of class 8th with 30 students constituted the sample. A 53 items achievement test was used for pre and post-test. The experimental group was exposed to an intervention of teaching tenses through inductive method for 34 days. Meanwhile, the deductive method was used for the control group. Lastly, a 16 items questionnaire was employed to figure out students perceptions. Findings of the intervention study substantiated the usefulness of the inductive method for teaching English grammar. The descriptive study exposed the inductive method as more effective, enjoyable, motivating, exciting and interactive.
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Retty, Ade Novea, Martono Martono, and Teguh Sarosa. "The Effectiveness of Using Inductive Method in Teaching English Grammar." English Education 7, no. 1 (2019): 98. http://dx.doi.org/10.20961/eed.v7i1.35840.

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This article presents the research results which are: (1) there is a significant difference in grammar mastery between students taught using Inductive Method and students taught using Deductive Method; (2) Inductive Method is more effective than Deductive Method. The research method used in this research is an experimental design. This research was conducted at SMP Negeri in Surakarta in the academic year of 2017/2018. The research population is the eighth-grade students. The samples are class VIII A as the experimental group consisting 28 students and class VIII B as the control group consisting 28 students. The research instrument used to collect the data is a test. The data were analyzed by using t-test formula. The computation of the t-test shows that t observation (t<sub>o</sub>) = 2.284 is higher than t table <sub>(54. 0.05)</sub> = 2.0048. It can be concluded that there is a significant difference in grammar mastery between the students taught using Inductive Method and the students taught using Deductive Method. The mean score of the experimental group is 58.29, while the mean score of the control group is 46.86. It can be concluded that Inductive Method is more effective than Deductive Method to teach English grammar.
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Nuraeni, Yeni, and Annisa Widya Ayuning Tyas. "PENGARUH METODE CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP KEMAMPUAN BERPIKIR INDUKTIF MATERI DAUR AIR PADA SISWA KELAS V SDIT BUNAYYA KABUPATEN TANGERANG." Pendas : Jurnal Ilmiah Pendidikan Dasar 1, no. 1 (2016): 21. http://dx.doi.org/10.23969/jp.v1i1.194.

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This study aims to determine the effect of the Contextual Teaching and Learning (CTL) method on inductive thinking skills concept of recycling water. The method used is a quasi experimental methods. This study was conducted in SDIT Bunayya Tangerang. The population is 36 students in grade five and the samples consisted of two groups, the experimental group who were 18 students and a control group which also totaled 18 students. The technique of this sample is saturated sample. The experimental group is a group that used the Contextual Teaching and Learning (CTL) method, while the control group is the group that used the conventional method. The instrument used in the form of the test is instrument with the type of the description test. Based on the hypothesis test was using t-test with a confidence level of 95% indicates gained value t_count = 5,769 and t_(table )= 2.042. t_count value is greater than t_(table ) it can be concluded that there is a significant relationship between learning of Contextual Teaching and Learning (CTL) method on student inductive thinking.
 Keywords :Contextual Teaching and Learning (CTL) method, Inductive Thinking Skills
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Milaningrum, Elisabeth. "A Comparative Study on Teaching ESP Writing Using Inductive and Deductive Method in Balikpapan State Polytechnic." JSHP : Jurnal Sosial Humaniora dan Pendidikan 3, no. 1 (2019): 63–67. http://dx.doi.org/10.32487/jshp.v3i1.561.

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The objectives of this research are to know whether there is any significant difference in students’ writing achievement in Balikpapan State Polytechnic between the students who taught using inductive method and those taught using deductive method and to know which group has higher achievement, the group taught using inductive method or the one taught using deductive method. The research methodology used experimental method. The population of this research is the third semester students of mechanical engineering in Balikpapan State Polytechnic. The sampling technique used cluster random sampling and in collecting the data used a test. In analyzing the data used t-test formula. The result of the research shows that there is a significant difference in the achievement of students’ writing skill between the students taught using inductive method and those taught using deductive method. The mean of the experimental group taught using inductive method is 83 while the mean of the control group taught using deductive method is 70. It shows that the mean score of experimental group is higher than the control group. Therefore, it can be concluded that the students taught using inductive method have higher achievement than those taught using deductive. Key word: comparative, deductive method , inductive method, teaching writing
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Kunene, Mfanukhona Wonderboy, and Patrick Mthethwa. "The deductive and inductive instructional approach controversy in Eswatini context." Global Journal of Foreign Language Teaching 10, no. 2 (2020): 139–58. http://dx.doi.org/10.18844/gjflt.v10i2.4852.

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This study compared deductive and inductive approaches of teaching tenses to secondary school learners. The aim of this study was to test the efficiency of the two instructional approaches of teaching tenses by observing learners’ performance. Sixty participants (37 female and 23 male), learning English in the Kingdom of Eswatini, participated in this quasi-experimental study. Convenience sampling was used to select participants who were randomly assigned to two control groups. The independent variable was ‘teaching method,’ with two levels: deductive versus inductive. The dependent variables were participants’ achievement scores derived from the pre-test and post-test. The independent t-test and the dependent t-test were used to analyse data. The results revealed that there was no significant difference between the deductive and inductive approaches in teaching tenses,although each method was effective in isolation. Based on the findings, this study recommends an integration of the two approaches in the teaching of tenses.
 
 
 Keywords: ESL context, deductive approach, grammar, inductive approach, tenses.
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Ginaya, Gede, Ni Putu Somawati, I. Nyoman Rajin Aryana, and I. Made Ardana Putra. "Improving Students’ Communicative Competence through Inductive Method Using Authentic Materials." Journal of Language Teaching and Research 10, no. 5 (2019): 1080. http://dx.doi.org/10.17507/jltr.1005.22.

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Students were often confused and forced into silence when they communicate in English. This condition became a problem during the teaching-learning process and may eventually lead to poor communicative competence. Inductive teaching method, which employs authentic materials can be a solution to address the aforementioned condition. The objective of this study is finding out the effects of implementing inductive teaching method. using authentic materials, to the students’ communicative competence. Participants were 61 fourth semester students (22 males and 39 females). enrolled in a three-year diploma program in Travel and Tourism Business Study Program, State Polytechnic of Bali. Data are collected through classroom action-based research procedures. By conducting a quasi-experimental design, the collected data were analyzed by paired t-tests and mixed design ANCOVA. The study reveals the English communicative competence of the students significantly increased, shown by the mean score on the post-test, namely 63.05 in the control group and 84.43 in the experimental group [t = -23.485, p=.000] at the level of p<.05. In addition, their learning motivation and interest also increased as it is shown by the result of the questionnaires. Limitations and suggestions for successful applied action-integrated instruction and implications for future research are provided.
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Rosyad, Ali Miftakhu. "THE IMPLEMENTATION OF INDUCTIVE TEACHING AND LEARNING METHODS IN ISLAMIC EDUCATION LEARNING." Risâlah, Jurnal Pendidikan dan Studi Islam 6, no. 1 (2019): 60–75. http://dx.doi.org/10.31943/jurnal_risalah.v6i1.107.

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The article aims to describe the essence of inductive method in Islamic education learning. The learning will run optimally if the teacher utilize the suitable approach and method.Traditional engineering instruction is deductive, beginning with theories and progressing to applications of those theories. Alternative teaching approaches are more inductive. The Islamic education learning should be utilized the inductive method. Topics are introduced by presenting specific observations, case studies or problems, and theories are taught or the students are helped to discover them only after the need to know them has been established. Factually, in modern era the Islamic education learning must be innovated for answering the globalization demand.
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Dissertations / Theses on the topic "Inductive teaching method"

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Pak, Luke Kyungwhan. "Teaching the Inductive Bible Study Method of Bible Interpretation to Adults: a Comparison of Three Instructional Approaches." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277581/.

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This study compared three groups of adult learners in a church education environment in order to determine the effectiveness of using lecture/demonstration plus cooperative learning elements with or without group processing (LCL) as compared to the use of lecture/demonstration plus individualistic learning elements (LIL) with the Inductive Bible Study Method (IBSM) as the common subject for all groups. While group A experienced highly structured cooperative learning without having group processing, group B experienced highly structured cooperative learning with an emphasis on group processing. Group C served as a control group. This study took place with a total of five class hours. For measuring student cognitive achievement, the subjects were administered a written pretest and posttest in the form of a "use-of-IBSM measure." For measuring students' attitude toward Bible interpretation (as promoted by IBSM), the students responded to an "attitude-toward-Bible-interpretation measure" at pretest and posttest. For measuring students' affective reactions, the students responded to a posttest-only "students'-satisfaction-with-the-learning-experience measure". Students' attitude toward the philosophy behind IBSM was measured by using an "attitude-toward-IBSM" instrument at posttest. In addition, teachers and students were interviewed orally at posttest to ascertain their affective reactions to the instructional approach they experienced. Connections between demographic data and students' use and/or attitude toward ISBM, as well as their satisfaction with the learning experience and attitude toward cooperative versus individualistic instructional methodology were also explored. The data from the use-of IBSM as well as attutide-toward-Bible-interpretation measures were analyzed by analysis of covariance. Other posttest-only tests were analyzed by a priori comparisons. Three major findings of this study were: (1) LCL did not produce any significant impact on learners' use of IBSM, attitude toward IBSM, or satisfaction with the learning experiences compared to LIL; (2) Group processing did not enhance the achievement effects of the experimental group B when compared to other contrast groups; and (3) LCL promoted students' affective outcomes in the areas of consensus building and intragroup dynamics.
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Smith, Michael D. "Striving and Surviving: The Phenomenology of the First-Year Teaching Experience." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003216.

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Ferrigno, Laura. "Vers un nouveau parcours didactique du grec ancien." Thesis, Sorbonne université, 2019. http://www.theses.fr/2019SORUL015.

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Notre thèse est une étude sur les méthodes didactiques du grec ancien. À travers l’analyse de la crise actuelle de l’enseignement des langues anciennes et de la méthode grammaire-traduction, nous essayons de démontrer qu’aujourd’hui il serait souhaitable d’aller vers des choix didactiques différents. Nous concentrons notre intérêt notamment sur les manuels appelés story-based courses, dont les plus connus sont la méthode Ørberg, le Cambridge Latin Course, Athenaze et Reading Greek. Ces ouvrages sont caractérisés par un récit ininterrompu rédigé en latin ou en grec concernant la civilisation ancienne ; ils proposent une approche inductive de la langue favorisant la lecture cursive et un apprentissage linguistique « naturel ». Nous traitons ainsi l’aspect des pratiques pédagogiques à adopter en classe, aspect qui demeure fondamental pour mettre en œuvre un enseignement cohérent avec ces outils. Des expériences passées (notamment celle de Rouse à la Perse school de Cambridge) mais aussi l’enquête que nous avons menée au liceo classico Francesco De Sanctis de Salerne, révèlent jusqu’à quel point notre enseignement peut être bouleversé et dans quelle mesure les réactions des élèves peuvent changer. Les réflexions issues de notre travail, qui s’adresse en particulier aux enseignant de langues anciennes, visent notamment à permettre une connaissance raisonnée de la méthode natura qui dépasse les préjugés qui souvent l’accompagnent et à en évaluer toutes les potentialités<br>Our thesis is a study of the teaching methods for Ancient Greek. Through an analysis of the current crisis in the teaching of ancient languages and of the grammar-translation method, we will attempt to demonstrate that nowadays it would be desirable to make different teaching choices. In particular, we focus our interest on manuals called “story-based courses”. The most widely known of these, are the Ørberg method, the Cambridge Latin Course, Athenaze and Reading Greek. These works are characterized by an ongoing tale written in Latin or Greek and concerning the ancient civilization. They offer an inductive approach to the language, that favors fast reading and a “natural” language learning. We also discuss the matter of the educational practices to adopt in class, which remain essential to create a teaching coherent with these tools. Past experiences (in particular the one led by Rouse at the Perse School of Cambridge), but also the research we have carried out at Liceo Classico Francesco De Sanctis of Salerno, have revealed just how much our teaching can be subverted and how much the students’ reactions might vary. The reflections from our work, which is addressed primarily to teachers of ancient languages, aim specifically to allow a reasoned knowledge of the natura method, overcoming the prejudices that often accompany it and evaluating all its potential
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Knight, Nikita. "Theory and Practice : A comparison between English schoolbook grammar and English grammar teaching practiced in a Swedish secondary school." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45893.

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This research compares the grammar in English schoolbooks with the grammar teaching practisedin a Swedish secondary school classroom. It explores the grammar content of two Englishschoolbooks from two different levels, and whether the teacher uses other materials when teachinggrammar: language websites with grammar and vocabulary exercises, and listening, reading andwriting activities, that are different or similar to the ones in the schoolbooks. The study also looks atdifferent grammar teaching methods, Grammar-translation method, Direct method andAudiolingual method, used in the schoolbooks. Throughout the years, different methods have beenused for teaching grammar, which is why it is interesting to see which ones are used here. Thegrammar content of two English schoolbooks and the classroom observations of year eight and yearnine English lessons were analysed and compared in order to find out whether the grammarteaching affects the pupils proficiency level and accuracy in their essays. This investigation isrelevant since language teaching has become more and more focused on communication, whichmeans that accuracy has a tendency of being forgotten, even though fluency and accuracy are bothequally important in order to achieve a communicative competence.
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Algulin, David, and Jesper Sandberg. "Induktiva och deduktiva arbetssätt inom matematik : En systematisk litteraturstudie om hur induktiva och deduktiva arbetssätt kan påverka elevers matematiska förståelse." Thesis, Linnéuniversitetet, Institutionen för matematik (MA), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-101069.

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Denna systematiska litteraturstudie syftar till att undersöka hur induktiva eller deduktivaarbetssätt i undervisning påverkar elevers förståelse för matematiska innehåll samt vilka föroch nackdelar det finns med respektive. Studiens frågeställningar grundar sig i egnaerfarenheter och utifrån observation på skolor, där vi mött elever med bristande matematiskförståelse. Vi har då uppmärksammat att lärare återkommande fokuserar undervisningen påutantillkunskap, och i hög grad bearbetar matematiska innehåll med deduktiva arbetssätt.Observationerna utgjorde grunden till en hypotes om att det finns ett samband mellan eleversbristande förståelse och deduktiv undervisning som fokuserar på utantillkunskap. I studiengranskas tidigare forskning genom att tio utvalda vetenskapliga artiklar kategoriseras utifrånteoretiska perspektiv och dess innehåll tematiseras utifrån framgångsfaktorer för eleverslärande. Studiens resultat med utgångspunkt i de granskade artiklarna tyder på attarbetssättets induktiva eller deduktiva karaktär är av mindre betydelse för eleversmatematiska förståelse. Slutsatsen blir således att de identifierade framgångsfaktorerna ärmer adekvata för elevers matematiska förståelse.
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Näslund, Terese. "”Substantiv är namn på saker och ting …” : En analys av grammatikavsnitt i läromedel i svenska för årskurserna 7–9." Thesis, Umeå universitet, Institutionen för språkstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-143444.

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Abstract This study deals with the grammar sections in one older and one newer textbook series for Swedish in grades 7–9. The questions for the study are: firstly, the scope of the teaching materials, the content and the number of exercises, and secondly if the content presentation can be classified as deductive or inductive, and if the design of exercises is mainly product or process-oriented. Furthermore the relationship between the goals of the national curriculum and progression in grades 7–9 is investigated. The method chosen for this study is a text analysis. The results show that both textbook series contain similar content for word classes, that the material presentation is predominantly deductive and that most exercises are product-oriented. Differences that can be seen are that the older teaching series contain more pages devoted to word classes and parts of speech and more exercises. Furthermore, the older textbooks series show a clearer progression to the curriculum goals. The conclusions are that the two teaching materials have difficulties to deviate from the focus on grammatical terminology, but also to link grammar to students' own writing.
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Lin, Yen-Ku, and 林彥谷. "Action Research Exploring How to Enhance the Vocabulary and Speaking Ability of Fifth Graders by Deployment of Communicative Language Teaching and the Picture-Word Inductive Method." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/en3wp5.

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碩士<br>大葉大學<br>外語服務產業碩士學位學程<br>105<br>Communicative Language Teaching (CLT) and Picture-Word Inductive Method (PWIM)are approaches to language teaching which put emphasis on developing learners’ communicative skills through authentic language in meaningful contexts by problem-solving. Thus, the study hopes to investigate the pedagogical approaches in implementing CLT in the classroom practices for fifth graders in the selected elementary school in central Taiwan, which aims to understand the improvement of teaching English speaking and vocabulary by means of Communicative Language Teaching method (CLT) and Picture-Word Inductive Method (PWIM), in which action research is used to collect the data. The data in this research is used descriptive analysis (Lesson Plan, English Speaking Ability Evaluation, English Speaking Rating Sheet, Observation form, Interview Questions for students about the Instruction of PWIM, The Questions for Oral Test, The topics for Eight-week Schedule, The Pictures Used for Oral Test). The participants of this research are the 5th graders in elementary school consisting of 25 students (15 male students and 10 female students). On the basis of the result of data analysis, improvements on students’ speaking and vocabulary results are shown. The study would provide insight perspective on the knowledge of CLT. The insights on the classroom practices from the interviews with students and classroom observations from the homeroom teacher will be able to the contribution for the improvement of the English language teaching in elementary schools. By doing so, students’communicative skills are in the hope to be improved. This research indicates the deployment of CLT can improve students’ speaking and vocabulary achievement for the 5th graders in elementary school. Keywords: Speaking Ability, Vocabulary, Picture-Word Inductive Method, Communicative Language Teaching Method
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張棣雯. "An applcation of multivariate analysis of covariance:a study on the teaching methods of the mathematical induction." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/02109346494735830477.

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MARTÍNKOVÁ, Markéta. "Příklady dobré praxe výuky anglické gramatiky induktivní metodou." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-381088.

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The master thesis describes in its introduction the deductive and inductive approach to teaching English grammar, compares them, and also lists the pros and cons of each approach. The main content of the theoretical part is the presentation of key concepts and principles of inductive teaching of English grammar. The practical part converts theoretical knowledge to real grammar teaching. Pupils learned how to express past events within four lessons. These sample lessons are examples of good practice of teaching grammar inductively. The reflection of these lessons is provided at the end of this part.
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Dega, Bekele Gashe. "Conceptual change through cognitive perturbation using simulations in electricity and magnetism : a case study in Ambo University, Ethiopia." Thesis, 2012. http://hdl.handle.net/10500/9901.

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The purpose of this study was to investigate physics undergraduate students’ conceptual change in the concepts of electric potential and energy (EPE) and electromagnetic induction (EMI). Along with this, categorization of students’ conceptions was done based on students’ epistemological and ontological descriptions of these concepts. In addition, the effect of cognitive perturbation using physics interactive simulations (CPS) in relation to cognitive conflict using physics interactive simulations (CCS) was investigated. A pragmatic mixed methods approach was used in a quasi-experimental design. Data were collected by using the modified Diagnostic Exam of Electricity and Magnetism (DEEM), focus group discussions (FGD) and concept maps (CM). Framework analysis was conducted separately on FGD and CM qualitative data to categorize students’ conceptions while concentration analysis was used to categorize students’ responses to the modified DEEM into three levels, during pre and post intervention. In the qualitative results, six categories of alternative conceptions (naive physics, lateral alternative conceptions, ontological alternative conceptions, Ohm’s P-Primes/ P-Primes, mixed conceptions and loose ideas) and two categories of conceptual knowledge (hierarchical and relational) were identified. The alternative conceptions were less frequently and inconsistently revealed within and across the categories. It was concluded that the categories have common characteristics of diversified distribution of alternative conceptions and multiple alternative conceptions of specific concepts within and across the categories. Most of the categories found in pre intervention persisted in post intervention, but with a lesser percentage extensiveness of categories of alternative conceptions in the CPS than in the CCS class and more percentage extensiveness of categories of conceptual knowledge in the CPS than in the CCS class. ANCOVA was separately conducted on the scores of 45 students on the modified DEEM and CM tests to compare the effectiveness of the CCS and CPS. The results showed a significant difference between the two classes of the post test scores on the DEEM test, (1, 36) = 4.66, p=0.04 and similarly, on the CM test, (1, 31) = 8.33, p=0.007. Consequently, it was concluded that there is a statistically significant difference between CPS and CCS in changing students’ alternative conceptions towards scientific conceptions favoring CPS. To characterize and compare students’ conceptual change of both treatment classes, Hake’s average normalized gain <g> from pre to post scores (the modified DEEM and the CM) were analyzed. Finally, it is suggested that in abstract conceptual areas of EM, cognitive perturbation through interactive simulations is more effective than cognitive conflict through interactive simulations in facilitating conceptual change, and, thus, should guide classroom instruction in the area. Furthermore, recommendations are also suggested for guiding future research in this area.<br>Science and Technology Education<br>D. Phil. (Mathematics, Science and Technology Education (Physics Education))
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Books on the topic "Inductive teaching method"

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Ortigas, Carmela D. Group process and the inductive method: Theory and practice in the Philippines. Ateneo de Manila University Press, 1990.

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Finzel, Hans. Opening the Book: Key methods of applying inductive study to all of Scripture. Victor Books, 1987.

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A, Glasgow Neal, and McNary Sarah J. 1967-, eds. What successful mentors do: 81 research-based strategies for new teacher induction, training, and support. Corwin Press, 2005.

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How to Study Your Bible: The Lasting Rewards of the Inductive Method. Harvest House Publishers, 2001.

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Calhoun, Emily F. Teaching Beginning Reading and Writing With the Picture Word Inductive Model. Association for Supervision & Curriculum Deve, 1999.

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Public school algebra on the inductive method: Intended as an introductory series of development lessons to form a guide to oral teaching and a thorough introduction to larger works. W.J. Gage, 1993.

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Public school algebra on the inductive method: Intended as an introductory series of development lessons to form a guide to oral teaching and a thorough introduction to larger works. W.J. Gage, 1993.

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1937-, Robinson Rosemary, and Scottish Council for Research in Education., eds. Perceptions of effective teaching methods in personal effectiveness/jobclub induction courses. Scottish Council for Research in Education, 1990.

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Pouliot, Vincent. Teaching International Political Sociology. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.311.

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Teaching international political sociology (IPS) is intellectually rewarding yet pedagogically challenging. In the conventional International Relations (IR) curriculum, IPS students have to set aside many of the premises, notions, and models they learned in introductory classes, such as assumptions of instrumental rationality and canonical standards of positivist methodology. Once problematized, these traditional starting points in IR are replaced with a number of new dispositions, some of which are counterintuitive, that allow students to take a fresh look at world politics. In the process, IPS opens many more questions than it provides clear-cut answers, making the approach look very destabilizing for students. The objective of teaching IPS is to sow the seeds of three key dispositions inside students’ minds. First, students must appreciate the fact that social life consists primarily of relations that make the whole bigger than the parts. Second, they must be aware that social action is infused with meanings upon which both cooperative and conflictual relations hinge. Third, they have to develop a degree of reflexivity in order to realize that social science is a social practice just like others, where agents enter in various relations and struggle over the meanings of the world. There are four primary methods of teaching IPS, each with its own merits and limits: induction, ontology, historiography, and classics.
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Kacprzak, Agnieszka. Rhetoric and Roman Law. Edited by Paul J. du Plessis, Clifford Ando, and Kaius Tuori. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780198728689.013.16.

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This chapter surveys the methods of constructing rational arguments taught in the schools of rhetoric and their impact on juridical argumentation. It surveys: the place of rhetoric in legal education; the basic tools of rhetorical invention, i.e. rhetorical syllogism and induction, general schemes of inference on which singular arguments depended (topoi), and types of questions on which court debates could concentrate (status); the difficulties one is likely to encounter when trying to identify traces of rhetorical teaching in legal sources. It is the contention of this chapter that such attempts are hardly successful, since rhetorical theory codifies, classifies, and to a lesser degree analyses types of argumentation people intuitively use, rather than create them. The mere fact that a jurist applied some pattern of reasoning as described in rhetorical handbooks is insufficient evidence to conclude either that he had some sort of rhetorical education or that he knew rhetorical theory.
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Book chapters on the topic "Inductive teaching method"

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Sandhusen, Richard L., and Ralph Gallay. "An Exploration into the Relative Efficiency of Inductive versus Deductive Teaching Methods." In Proceedings of the 1984 Academy of Marketing Science (AMS) Annual Conference. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16973-6_42.

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Ktoridou, Despo, and Epaminondas Epaminonda. "Teaching a ‘Managing Innovation and Technology' Course." In Disruptive Technology. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9273-0.ch053.

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In the last few years an increasing emphasis on developing entrepreneurship has been evident in many universities in an effort to prepare students to integrate effectively into the competitive working environment of the 21st century. A key question is how to do this. This work examines the impact of Student Centered Learning (SCL) introduced in a multidisciplinary undergraduate course of Management of Innovation and Technology at the University of Nicosia. It examines students' and lecturer experiences, benefits and challenges of implementing SCL, and gives recommendations to lecturers for designing a SCL based curriculum, incorporating inductive methods. The findings may be useful for academics who teach entrepreneurship related topics and seek ways to incorporate innovative approaches in their teaching and learning processes in order to motivate students towards the development of entrepreneurial skills and thinking.
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Fraser, Kym, and Ekaterina Pechenkina. "Research Paradigms Underpinning Scholarship of Teaching and Learning Papers." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1001-8.ch004.

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In this second edition of this chapter, the authors re-examine the question of paradigms underpinning contemporary Scholarship of Learning and Teaching (SoTL) research. Focusing on the same journals from the original sample, the authors applied the same methodological tools to the new sample which comprised randomly selected articles published in 2018. The authors identified the paradigm underpinning each article by looking at the stated or implied intent of the article's authors, the drivers of their research (axiology), the nature of the knowledge/understanding developed from their research (epistemology), the literature and methods used, and the outcomes of their work. Using the classification of research paradigms employed in this book, the neo-positivist, inductive mode emerged as the dominant paradigm in both journals, accounting for over half of the papers in both the individual and combined samples. The findings are discussed in terms of their application to future SoTL research.
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Kozina, Ekaterina, Aidan Seery, and Andrew Loxley. "The Role of Teacher Self-Strategies in First Year Teacher Experience and Teacher Socialisation." In Handbook of Research on Didactic Strategies and Technologies for Education. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch056.

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It is recognised that the first year of professional practice of teachers, also known as an induction year, has far reaching implications for their subsequent teaching career. This chapter discusses the findings of a large scale mixed-methods research project (2006-2010) conducted on the socialisation experiences of beginning primary teachers in the Republic of Ireland. In detail, the project was concerned with real life experiences of teachers as they progress through their first year of professional practice. The data on which the chapter reports was collected by means of a postal questionnaire to 1635 teachers and 52 in-depth qualitative interviews. The authors start the discussion by providing a rationale for this research and a broad overview of the teaching challenges faced by beginning teachers. Consideration is given to the ways in which first year teachers generate knowledge and meaning from an interaction between their experiences of classroom teaching and their approaches to address challenges they encounter. More specifically, the chapter discusses teacher self-strategies to find solutions to challenges to their practice and the ways in which collaboration and interaction with colleagues promotes classroom environments conducive to more effective teaching and learning. Lastly, some insight is provided into the models of induction supports available in primary schools and their potential to transform the experience of classroom teaching for beginning primary teachers.
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Yee, Hon Kai, Chua Bee Seok, and Shazia Iqbal Hashmi. "Does Gadget Usage Hamper the Psychological Aspects of Pre-Schoolers?" In Handbook of Research on Mobile Devices and Smart Gadgets in K-12 Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2706-0.ch017.

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The society is keen to rely on gadgets in everyday life due to versatile gadgets that help them to connect with the world in the 21st century. On the flip side of using gadgets, several researches argued that screen time is affecting children's psychosocial, behavioural and health problems. The present study interviewed 14 preschool teachers to perceive their knowledge in gadget usage, sedentary behaviour and social skills among preschoolers. Besides that, teaching methods and teachers' opinions on gadget usage were also discussed. Inductive analysis (IA) revealed that parents habitually offer children gadgets at home. Also, the teachers expressed a positive opinion on gadget usage where preschoolers simply learn from media and gadget's applications. However, the teachers asserted that usage time needs to be controlled and the amount of usage depends on the role of parents and teachers. Teachers' attitude and habits were found to be moderate in lesson planning and improving the social skills of preschoolers but minimal for addressing their sedentary behaviour.
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Yee, Hon Kai, Chua Bee Seok, and Shazia Iqbal Hashmi. "Does Gadget Usage Hamper the Psychological Aspects of Pre-Schoolers?" In Early Childhood Development. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch078.

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The society is keen to rely on gadgets in everyday life due to versatile gadgets that help them to connect with the world in the 21st century. On the flip side of using gadgets, several researches argued that screen time is affecting children's psychosocial, behavioural and health problems. The present study interviewed 14 preschool teachers to perceive their knowledge in gadget usage, sedentary behaviour and social skills among preschoolers. Besides that, teaching methods and teachers' opinions on gadget usage were also discussed. Inductive analysis (IA) revealed that parents habitually offer children gadgets at home. Also, the teachers expressed a positive opinion on gadget usage where preschoolers simply learn from media and gadget's applications. However, the teachers asserted that usage time needs to be controlled and the amount of usage depends on the role of parents and teachers. Teachers' attitude and habits were found to be moderate in lesson planning and improving the social skills of preschoolers but minimal for addressing their sedentary behaviour.
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Ali, Salam Omar. "Role of Educational Leaders in Supporting Beginning Teachers in Al Ain Schools in the UAE." In Advanced Methodologies and Technologies in Modern Education Delivery. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7365-4.ch070.

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This chapter studied the current practices of the principals in Al-Ain school district (in UAE) in supporting their novice teachers in their first years of teaching. It aimed at drawing attention to the urgent need for an effective principal who knows the important role he plays, especially with the newly appointed teachers. The study used a literature review to establish a good base of theoretical ideas about the effective role of principals in supporting novice teachers in their first years of teaching. The importance of induction program and its goals and benefits were tackled as well, in addition to the main aspects of the support provided. Moreover, the conceptual framework of the study discussed the methodology by describing the qualitative and quantitative methods used to gather data. The population and the sample, data analysis and discussion, conclusion and recommendations were presented too. Twenty principals and 30 teachers of public and private schools participated in answering a questionnaire. Some of them were also interviewed.
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Allchin, Douglas. "The Dogma of “the” Scientific Method." In Sacred Bovines. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190490362.003.0009.

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It’s altogether too easy to reduce all method in science to a simple algorithm. Hypothesize, deduce (or predict), test, evaluate, conclude. It seems like a handy formula for authority. “The” Scientific Method (expressed in this way) haunts the introductions of textbooks, lab report guidelines, and science fair standards. Yet it is a poor model for learning about method in science. One might endorse instead teaching about the scientist’s toolbox. Science draws on a suite of methods, not just one. The methods also include model building, analogy, pattern recognition, induction, blind search and selection, raw data harvesting, computer simulation, experimental tinkering, chance, and (yes) play, among others. The toolbox concept remedies two major problems in the conventional view. First, it credits the substantial work—scientific work—in developing concepts or hypotheses. Science is creative. Even to pursue the popular strategy of falsification, one must first have imaginative conjectures. We need to foster such creative thinking skills among students. Second, the toolbox view supports many means for finding evidence—some direct, some indirect, some experimental, some observational, some statistical, some based on controls, some on similarity relationships, some on elaborate thought experiments, and so on. Again, students should be encouraged to think about evidence and argument broadly. Consider just a few historical examples. First, note Watson and Crick’s landmark model of DNA. It was just that: a model. They drew on data already available. They also played with cardboard templates of nucleotide bases. Yes, their hypothesis of semiconservative replication was eventually tested by Meselson and Stahl—later. But even that involved enormous experimental creativity (essay 4). Consider, too, Mendel’s discoveries in inheritance (essay 22). Mendel did not test just seven traits of pea plants, cleverly chosen in advance (as the story is often told). Rather, he seems to have followed twenty-two varieties exhibiting fifteen traits, hoping for patterns to emerge. He ultimately abandoned those varieties whose results he called confusing. Nobelist Thomas Hunt Morgan, in Mendel’s wake, did not discover sex linkage through any formal hypothesis about inheritance.
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Ali, Salam Omar. "Role of Educational Leaders in Supporting Beginning Teachers in Al Ain Schools in the UAE." In Encyclopedia of Information Science and Technology, Fourth Edition. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2255-3.ch665.

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This research studied the current practices of the principals in Al-Ain school district (in UAE) in supporting their novice teachers in their first years of teaching. It aimed at drawing attention to the urgent need of an effective principal who knows the important role he plays especially with the new appointed teachers. The study used depth of literature review to establish a good base of theoretical ideas about the effective role of principals in supporting the novice teachers in their first years of teaching. The importance of induction program and its goals and benefits were tackled as well, in addition to the main aspects of the support provided. Moreover, the conceptual framework of the study discussed the methodology by describing the qualitative and quantitative methods used to gather data. The population and the sample, data analysis and discussion, conclusion and recommendations were presented too. 20 principals and 30 teachers of public and private schools participated in answering a questionnaire. On the other hand, some of them will be interviewed.
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Ismail, Abdullah, and Anthony Cashin. "The Parental Perspective over the Use of iPads in Primary and Middle Years of Schooling." In Mobile Devices in Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1757-4.ch045.

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Apple's iPad and other forms of tablet are reportedly gaining increasing popularity within the academic premises. Most of the published research on this topic has highly admired the positive role and impact of iPads on teaching and learning practices, as if an exogenous technological induction in any local context would essentially revolutionize and transform the whole educational paradigm; however, some recent publications also highlight the parental and policy-makers' concerns over the undesired consequences of technological obsession in educational development. The current study aims at bringing a balanced view on this crucially important topic. The study employs mixed methods research and it uses Ajman Academy, a renowned K-12 institution in the United Arab Emirates, as a case study. This research concludes that due to the relative immaturity of these young children, they cannot be left alone to make their own technological choices. Hence, adopting an over-ambitious approach in terms of technological adoption, without properly understanding the nuances and complexities of a local context; may possibly put these children in a vulnerable situation, and thus likely exposed to many unintended and undesired consequences.
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Conference papers on the topic "Inductive teaching method"

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Alsova, Olga K., and Olga V. Kazanskaya. "Training simulators for support of inductive method in teaching." In 2016 13th International Scientific-Technical Conference on Actual Problems of Electronics Instrument Engineering (APEIE). IEEE, 2016. http://dx.doi.org/10.1109/apeie.2016.7806405.

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Surif, Johari, Nor Hasniza Ibrahim, Adibah Mohd Alwi, Parimalah Loganathan, and Nur Sahrizan Serman. "Effect of Inductive Teaching Method To Improve Science Process Skills In Electrochemistry." In 2019 IEEE International Conference on Engineering, Technology and Education (TALE). IEEE, 2019. http://dx.doi.org/10.1109/tale48000.2019.9225869.

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Wu, JinFei. "The application research of inductive teaching method in the course of circuit analysis under the CDIO training mode." In International Conference on Communication Technology and Systems. WIT Press, 2014. http://dx.doi.org/10.2495/iccts140261.

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Tang, Siliang, Ning Zhang, Jinjiang Zhang, Fei Wu, and Yueting Zhuang. "NITE: A Neural Inductive Teaching Framework for Domain Specific NER." In Proceedings of the 2017 Conference on Empirical Methods in Natural Language Processing. Association for Computational Linguistics, 2017. http://dx.doi.org/10.18653/v1/d17-1280.

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Alarcón Conde, Miguel Ángel. "WEAK INDUCTIVE TEACHING METHODS AND GAMIFICATION. RESULTS BASED ON STUDENTS NETWORKS ANALYSIS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1815.

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Torrecilla, José S., Roberto Aguado, Antonio Tijero, Menta Ballesteros, Ana Moral, and Miguel Lastra. "UNIVERSITY STUDENTS DEVELOPING IMAGINATIVE PROBLEM SOLVING SKILLS — THE CASE OF FOOD ENGINEERING." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8057.

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In this summary, a teaching technique to learn relevant food engineering and chemical engineering concepts has been presented. This method has been tested experimentally for the last two years in a class which belongs to the Food Science and Technology Bachelor’s Degree in the Complutense University of Madrid in Spain, and it is based on the induction of complex concepts through comprehensive everyday examples. More than 90% of students have adequately been able to extrapolate the knowledge acquired to other technical fields. The application of this method has resulted in an increased rate of passing exams and classes, as well as a higher attendance percentage. And most importantly, the students are having fun while learning. Furthermore, this great experience has encouraged some students to collaborate in the development of this teaching approach.
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Fraile-Ardanuy, Jesus, P. A. Garcia-Gutierrez, C. Gordillo-Iracheta, and J. Maroto-Reques. "Development of an integrated virtual-remote lab for teaching induction motor starting methods." In 2011 Promotion and Innovation with New Technologies in Engineering Education (FINTDI 2011). IEEE, 2011. http://dx.doi.org/10.1109/fintdi.2011.5936419.

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Krager, Jarden, Kristin L. Wood, Richard H. Crawford, et al. "Understanding Innovation: A Study of Perspectives and Perceptions in Engineering." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48741.

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Well developed innovation processes are essential components for continued success of product and systems design throughout industry. Such processes build upon research advancements in innovation techniques and methods. To create such techniques and methods, studies are needed to examine the current state-of-the-art, as well as the corresponding teaching of such innovation processes in higher education. This paper contributes to this effort by studying a specific group of innovation researchers, teachers, and practitioners. The study was created to probe this group of leaders in the engineering design domain using technical, demographic, and short answer questions. Various analysis methods are used to obtain a fundamental view of the answers to these questions with respect to the demographics of the participant group. Two deductive analysis methods are used, in addition to an inductive approach, consisting of a correlation analysis to compare responses to questions and understand trends across the participants. Results from the analyses emphasize the current perceptions of innovation by the participants and opportunities to refine research in improving innovation practices.
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Nauryzbayeva, Gulnara K., Gita Revalde, Gulmira L. Gabdullina, Guldana T. Aldzhambekova, and Kamila Adilzhan. "Distance Learning on Formation of Technical Competencies of University Students (on the Example of Natural Sciences)." In 22nd International Scientific Conference. “Economic Science for Rural Development 2021”. Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2021. http://dx.doi.org/10.22616/esrd.2021.55.035.

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This paper presents our model of the organization and content of distance learning in physics for the formation of technical competencies of university students. An example of the organization of lectures on the topic "Electromagnetic induction" for students of the specialty "Power Engineering" is given. The organization of other forms of education is also given. The aim of the work is to develop technical competencies in students. A professionally oriented approach was used in teaching physics. The content of distance learning, presented through the electronic educational and methodological complex of the discipline, has been determined. The activities of teaching and learning of students are regulated, methods, forms and means of online distance learning are selected, at present, as methods of organizing activities, the result of educational activities reflects the quality of training in accordance with the successful teaching activities of students, as well as its diagnostics and control. The possibility of improving the quality of training in physics, increasing the levels of formation of technical competencies of future bachelors in the field of energy is shown on the example of distance learning in physics online, based on the use of professionally oriented training. The results of survey of the first year distance learning students showed quite high satisfaction, also for the students living in the rural regions in Kazаkhstan.
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Oneci, Andra, and Maria-Magdalena Joița. "Information technologies inside and outside the classroom." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p157-163.

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Technology is a means of accomplishing a task mainly by using technical processes, methods, or knowledge.The importance of technology in connection with any type of development is widely recognized, especially having considering nowadays’ worldwide Covid-19 context.The passage from standardized to digitalized teaching-learning process hasn’t been easy. Information technology and educational technology are now extensively being used in schools and refer to a wide multitude of teaching-and-learning–related software and hardware used during the lessons. Learning becomes effective when the students are actively engaged, are collaborating with one another, are in charge of their learning process, become critical thinkers and creative problem-solvers. Scientific thinking appears when thinking about the content of science and the set of reasoning processes that permeate the field of science: induction, deduction, experimental design, causal reasoning, concept formation, hypothesis testing, and so on, are combined. Simultaneously, teachers continue their lifelong learning process online, design digital lessons, gamify lessons, obtain real time results, are part of the staffroom at school and also part of a larger, more diverse, virtual staffroom. In conclusion, the goal of using technology inside and outside the classroom is perceived as a way to individualize education and to develop students’ competences and cognitive skills.
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